Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

ICAGAM514A Mapping and Delivery Guide
Design and create models for a 3-D and digital effects environment

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency ICAGAM514A - Design and create models for a 3-D and digital effects environment
Description This unit describes the performance outcomes, skills and knowledge required to design and create models for a 3-D and digital effects environment.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to concept artists, game designers, games programmers, animators and other personnel working in the game development industry.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Design and plan a 3-D model
  • Research and collect a portfolio of reference material
  • Present portfolio of collected reference material
  • Use reference material to develop and design a modelling plan
       
Element: Use suitable geometry surface for models
  • Research different types of geometry to find which choice would be most suitable for 3-D model
  • Clearly document selected geometry choice
  • Explain, justify and demonstrate reasons for selected geometry choice
  • Apply selected geometry choice to 3-D model
  • Make changes where necessary
       
Element: Analyse resource material to construct and apply suitable topology
  • Construct and test a topology plan using chosen concept development software
  • Explain or demonstrate reason for choosing particular modelling method
  • Assess and refine topology plan with client and relevant personnel
       
Element: Construct a 3-D model
  • Use modelling plan to construct model in chosen 3-D modelling and animation software
  • Build model according to specifications
  • Present the near finished product to relevant personnel
  • Accept feedback to incorporate into final design
  • Assess and refine model with clients and relevant personnel
  • Compose a report on experience of working on 3-D model
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

build advanced models according to plans

use specified geometry surfaces

use complex topology layouts.

Context of and specific resources for assessment

Assessment must ensure access to:

computer hardware, software, games engines and file storage

copyright and intellectual property legislation

OHS legislation and enterprise policy

appropriate learning and assessment support when required

modified equipment for people with special needs.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct observation of the learner using 3-D animation software

review of written and verbal reports or documentation showing modelling plan

review of portfolios of evidence

review of third-party workplace reports of learner skills and performance

review of functional 3-D scene files

evaluation of a completed model.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.

Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Indigenous people and other people from a non-English speaking background may need additional support.

In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

analytical skills to:

analyse documentation and images to inform implementation of game specifications

interpret briefs, work instructions, and technical and conceptual information

communication skills to:

check and confirm design requirements

collect, interpret and communicate in visual and written forms effectively for various audiences, including engineers and artists

communicate complex designs in a structured format drawn from industry standards, styles and techniques

communicate technical requirements related to software development, graphics requirements and code development to supervisors and other team members

provide practical advice, support and feedback to colleagues and management

translate design requirements into specifications

initiative and enterprise skills to exercise a high level of creative ingenuity in 3-D design and innovation

numeracy skills to interpret technical charts, specifications or diagrams relevant to the construction of a 3-D model

planning and organisational skills to:

appropriately refer decisions to a higher project authority for review and endorsement

balance talent, experience and budget

delegate tasks and responsibility appropriately

establish clear roles and goals to achieve required 3-D modelling outcomes

meet project deadlines

organise equipment and resources to achieve required outcomes

organise own time to meet milestones

problem-solving skills to recognise and address potential quality issues and problems at design development stage

research skills to undertake technical research into the proper topology and geometry layout for 3-D models

technical skills to visualise and develop concepts.

Required knowledge

box, edge-loop and patch modelling

capabilities and restraints of 3-D modelling packages

copyright laws and regulations

digital model development, including specific terminology

geometry surfaces, including NURBS, Sub-D, Polygon and T-splines

human resources required in the process of creating a 3-D model, and their respective skills and technology requirements

methods of sourcing and using reference material

OHS requirements for ergonomics and electrical safety

scheduling production components

technical requirements that hardware imposes on graphics development and requirements, and creative visual design

topology layouts

key aspects of modelling plan to build models

uses of storyboards and scripts.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Reference material may include:

blueprints

developmental drawings

internet research

museum information

orthographic images

photographs

schematics

video footage.

Modelling and topology plan may include:

blueprints

concept creation

orthographic images

schematics

time management.

Geometry choice and modelling method may include:

box modelling

edge-loop modelling

NURBS modelling

patch modelling

polygon modelling

sub-division modelling

T-Spline modelling.

Concept development software may include:

Adobe Flash

Adobe Illustrator

ArtGem

ArtRage

Artweaver

Aviary

Corel Draw, Painter, Essentials

Deluxe Paint

GIMP

Grafx

Graphics Gale

ImageForge

Inkscape

Microsoft Paint

mtpaint

MyPaint

NeoPaint

Open Canvas

Paint Shop Pro

Paint.NET

Photoshop

Synfig

Ulead PhotoImpact

Ultimate Paint.

3-D modelling and animation software may include:

3ds Max

Blender

Cinema 4D

Houdini

Lightwave

Maya

Modo

XSI

ZBrush.

Feedback may involve:

accepting and responding to comment, critique and suggestions from:

clients

colleagues

target audience representatives.

Reporting on experience may involve:

explaining what went wrong

what could be improved, such as:

geometry choice

modelling method

modelling plan

topology plan.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Research and collect a portfolio of reference material 
Present portfolio of collected reference material 
Use reference material to develop and design a modelling plan 
Research different types of geometry to find which choice would be most suitable for 3-D model 
Clearly document selected geometry choice 
Explain, justify and demonstrate reasons for selected geometry choice 
Apply selected geometry choice to 3-D model 
Make changes where necessary 
Construct and test a topology plan using chosen concept development software 
Explain or demonstrate reason for choosing particular modelling method 
Assess and refine topology plan with client and relevant personnel 
Use modelling plan to construct model in chosen 3-D modelling and animation software 
Build model according to specifications 
Present the near finished product to relevant personnel 
Accept feedback to incorporate into final design 
Assess and refine model with clients and relevant personnel 
Compose a report on experience of working on 3-D model 

Forms

Assessment Cover Sheet

ICAGAM514A - Design and create models for a 3-D and digital effects environment
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

ICAGAM514A - Design and create models for a 3-D and digital effects environment

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: